Tag Archives: accessibility

Enhancing Digital Accessibility: Upcoming Training

Events,

The Digital Accessibility Team are offering a series of engaging training sessions to kick off the 2025/26 academic year designed to boost digital accessibility skills across the University. Whether you’re a staff member or student, these workshops and webinars provide practical guidance on creating inclusive digital content.

The hands-on Accessible Presentations and PDF Accessibility workshops offer in-depth training for those who regularly present or share these documents, covering everything from colour contrast and reading order to tagging and alt text. These sessions are ideal for anyone looking to make their materials more accessible. Noting the PDF workshop requires prior request to access the Adobe Creative Cloud.

For those short on time, our micro Lunch and Learn sessions deliver bite-sized training on key accessibility topics. From the Top 5 Tips for Digital Accessibility to Effective Alt Text and Accessible Tables, these sessions tackle common issues and provide plenty of examples.

You can also discover a range of Assistive Tools and Technology available to staff, including built-in features, Apps Anywhere options, and free plugins.

If you can’t attend live, explore the Creating Accessible Resources online course. See each sessions’ meeting information for all the details. Let’s work together to make digital spaces more inclusive for everyone!

Moodle Update 2025: What’s New?

Moodle, , ,

Lancaster University Moodle has been updated to version 4.5 today! We were previously on version 4.3. So what’s changed and how will this impact users?

Some of the main improvements include:

  • Updates to activity icons
  • A new ‘subsections’ feature
  • Updates to the grading table
  • Improvements to accessibility
  • A screen recording function in the editor
  • A new ‘ordering’ question type in the quiz activity

For the general user, the three biggest changes are probably the updates to activity icons, the new ‘subsections’ feature and the updates to the grading table. I’ll go through each one below:

Activity Icons

The activity icons are now a greater variety of colours and a small number have a different design. Apart from being more visually appealing, this will help users distinguish between activity types more quickly.

The activity picker in Moodle.

 

Subsections

The new ‘subsections’ feature is probably the most significant change and something many of us have wanted in Moodle for a while. You might have previously created your own subheadings using the text and media area activity. However, these subheading often took up quite a lot of room on the page and didn’t reduce the amount of scrolling a user had to do. This new feature changes all that!

The first thing to note, is that the subsections feature looks slightly different depending on which layout you are using in Moodle.

Moodle ‘all sections on one page’ layout example:

All sections on one page layout example with two subsections added.

Moodle ‘one section per page’ layout example:

Example of the one section per page layout with two subsections.

This new feature is useful for Moodle spaces associated with lengthy modules (e.g 10 weeks or more) with lots of resources and activities for students to engage with each week.

In addition to the reduction in scrolling on the page, the new subsections now appear in the left-hand navigation bar which makes it easier for a user to jump to that subsection. You can also restrict access to subsections as well as (e.g. by date or group).

Grading Table

Don’t panic! No functionality has been removed from the assignment grading table.

There have been 4 changes of note:

1.The “view all submissions” button (red button) has now been removed. To view all submissions there is now a tab at the top of the assignment activity.

Grading table summary page with the submissions tab circled in blue pen.

2.In the previous version, at the top of the grading table you had the option to filter submissions by name. To filter by other options such as marker or workflow state, you had to scroll to the bottom of the grading table (….a bit of a pain!). Now, all the filters appear at the top of the grading table.

Grading table with new filter options at the top.

3.The third change is that when you select submissions, you used to be able to enable bulk actions by scrolling to the bottom and using the “with selected” filter. Now, when you make selections, a floating bar will appear (much like it does with the bulk options feature on your Moodle course page) and you can select different actions from there (e.g. lock, download etc.). It will save you some scrolling!

4.On individual submissions, the ‘grade’ button has now been tucked away under a three dots menu under the ‘grade’ column of the table. It is still there, just not quite as visible as before.

Watch this video for a more detailed breakdown of the changes.

Please note that the video uses the Exams Moodle platform for the purposes of the demonstration but that the changes remain the same across the different platforms.

Other changes

The following features were removed as they weren’t often used here at Lancaster and some are no longer supported in the newer versions of Moodle.

  • Atto text editor
  • Realtime quiz activity
  • Lightbox Gallery

Ongoing news

Full lists of improvements can be seen on the Moodle website, but please note that not all features listed will be made available in the Lancaster University Moodle:

Ongoing news about the upcoming improvements will be posted to the Moodle discussion channel of the Digital Education Network group in Teams as it becomes available.

If you’re not currently a member of the Digital Education Network, you can request access by clicking on the link above and selecting to open it in Teams, then clicking the ‘Join’ button.

If you have any questions about any of the changes or want to have a look over your Moodle spaces for the upcoming academic year, please feel free to get in touch.

FHM Digital Education Day 2025

Events, , , , ,

Learning Technologists in the Faculty of Health and Medicine (FHM) are launching the first ever FHM Digital Education Day which will be held on 3rd September 2025. This in-person event will bring together academic and professional services staff from across the Faculty and from ISS. It is an opportunity for colleagues to come together to share practice. Our wide variety of speakers will be sharing their solutions, ideas, experiences and expertise with all things linking to digital learning and assessment.

The current programme includes the following sessions:

  1. Prof. Bob Lauder: Welcome to the day
  2. Dr Olaug Grude: The use of marking matrixes on the MBChB programme
  3. Dr Andy Lewis: BLS Student Engagement Project
  4. Stephen Owens: Introducing the new Moodle template
  5. Dr Guillermo Perez Algorta : Using MS Whiteboard and Moodle Board to enable student discussion and collaboration
  6. Ellen Wildman: Designing Wide: Effective Digital Accessibility
  7. Prof. Cliff Shelton : The use of the Data Immersion Suite on the MBChB programme

Refreshments will be provided in the morning break. The event will be held in Management School, Lecture Theatre 19 WP B002.

Full programme to be confirmed. To book your space follow this link: https://lancaster-uk.libcal.com/calendar/fhm/digital-education-day1 

For more information on the event, feel free to get in touch. Staff from other Faculties are most welcome to attend.

Accessible thesis template now available!

Pedagogy, , ,

Written by Ellen Wildman, Digital Accessibility Skills Developer (ISS)

If you support students who need to submit a thesis, let them know there is now a digitally accessible template available that is also aligned with the formatting requirements that the University set. 

Accessible theses are created in a specific way so everyone can use them – regardless of background, circumstance, or disability. An analysis of academic papers sourced from different research areas found that about 98% had accessibility issues (Menzies et al., 2022). Making research available to everyone puts into practice Lancaster University’s lived value of respecting a diverse and inclusive community of communities.  

Student benefits 

As shown in the first page of the template below, by using this template, students will:  

  1. Align their thesis with the necessary layout stipulated by the Manual of Academic Regulations and Procedures. 
  2. Ensure their research is digitally accessible (when used appropriately). 
  3. Enable ease of navigation by using features of Microsoft Word, for example automatically create a dynamic table of contents with heading-use.

Thesis template document in Microsoft Word. The text shows the opening lines of the template which are customisable.

Direct relevant students to visit the Accessible thesis page on ASK to download the template and top-tips to make their thesis accessible. There is also a video to assist those students who might need support to use a Microsoft template. 

Reference  

Menzies, R., Tigwell, G.W. and Crabb, M. (2022). Author Reflections on Creating Accessible Academic Papers. ACM Transactions on Accessible Computing. doi:https://doi.org/10.1145/3546195.  

Lent Term 2025: Training Offering

Events, ,

We will be offering the following lunch-time training sessions to staff in the Faculty of Health and Medicine (FHM) but staff from across the University are very welcome to join:

Wednesday 5th March (12-12:30): Making Resources Digitally Accessible in Microsoft Word and PowerPoint

In this session, we will look at how to use the accessibility checks in Microsoft Word and Microsoft PowerPoint. We will look at some of the common problems with document accessibility and also look at how to use ALLY in Moodle to view and improve the accessibility score of documents. Due to the length of the session, this will be a demonstration session rather than a workshop. Follow-up appointment details will be shared in the session to book a 1:1 support meeting to put what you have learned into practice if required.

Use this link to book your place: https://lancaster-uk.libcal.com/event/4347623 

Wednesday 12th March (12-12:30): Quizzes in Moodle

An introduction on how to set up a quiz in Moodle either for formative or summative assessment. We will look at a some example question types and also show an example of an online exam. Due to the length of the session, this will be a demonstration session rather than a workshop.

Use this link to book your place: https://lancaster-uk.libcal.com/event/4347630

Wednesday 19th March (12-12:30): Assessment Feedback in Moodle

This session will showcase three different ways to mark and provide feedback on assessments in Moodle. The session will cover how to set up 3 different types of feedback in Moodle: feedback criteria, rubrics and marking guides. Due to the length of the session, this will be a demonstration session rather than a workshop. Follow-up appointments are available should you wish to discuss a particular assessment.

Use this link to book your place: https://lancaster-uk.libcal.com/event/4347643

Wednesday 26th March (12-12:30): Video Production in eStream

We will look at how to record a video (including screen capture) and then how to automatically caption the video using eStream, sometimes referred to as ‘Planet eStream’.

This session is useful if you wish to record welcome videos, lectures or show students how to record videos of their own for assignment submissions. Due to the length of the session, this will be a demonstration session rather than a workshop.

Use this link to book your place: https://lancaster-uk.libcal.com/event/4347647

Wednesday 2nd April (12-12:30): Groups, Groupings and Group Choice in Moodle

We will look at how to set up a group and groupings of students in Moodle as well as how to set up an activity where students can make a choice about which group they want to be in. This is useful for setting up Learning Sets, group work tasks and more! Due to the length of the session, this will be a demonstration session rather than a workshop.

Use this link to book your place: https://lancaster-uk.libcal.com/event/4347650

Meetings will take place online and attendees will receive a recording.

We hope to see you all there!

Using Peer Assessment to support MBChB students in their coursework

Pedagogy, , , , , , ,

Context

There are many benefits for students getting together to produce a poster, presentation or some other output to demonstrate their learning. However, peer assessment isn’t something I see very often. There could be a range of reasons for this from concern over cohort dynamics, workload, biased student feedback or lack of knowledge on how to set this kind of activity up. However, the benefits of peer assessment, in my opinion, outweigh the reasons why we, as educators, might shy away from it. Paul Chin highlights that one of the benefits of peer assessment is that students can “critique and review someone else’s work and thereby reflect on their own understanding or performance” (Chin, 2016). However, as we know, there are other professional skills that can be developed through peer assessment activities such as communication skills, leadership skills, organisation and teamwork (sometimes known as “soft skills” but the debate around that name can wait for another day!). Many of these professional skills are extremely important to our medical students, for whom this peer assessment was designed. The design of the assessment was done by myself, Liz Walkden,  lecturer Dr. Faye Tucker, our Faculty Librarian, Gem Sosnowsky and Learning Developer, Dr. Beth Caldwell.

The activities, which formed the peer assessment, were for Special Study Module 1 (SSM1). This module is for first year students on Lancaster Medical School’s MBChB programme. Special Study Modules make up the coursework part of Year 1 and Year 2 of the MBChB programme. Year 1 is an opportunity to teach students the skills that they need to succeed in the coursework in a scaffolded way. This then means that they are confident to conduct their own project in the second year.

What did the activity and assessment entail?

The peer assessment activity took place over several days. Students first took part in a 2.5-hour workshop where they met their group and learned what they needed to do. As part of this workshop, students set ground rules for their own group, assigned themselves roles within the group, discussed how and when they would meet and how they might use Microsoft Teams and other tools to coordinate, chat and share files.

Each group was given a set topic to research with relevant readings which they accessed through Moodle. The groups then worked together to create a poster to present to a selection of their peers. There were 27 groups in total, so the groups were split across 3 different rooms/lecture theatres for the live presentations. On the day itself, the cohort were split into three rooms for a conference style session, facilitated by the SSM1.  In this case, presentations were delivered in-person but, if suitable for the cohort or Programme, they could be delivered online using MS Teams or students could record themselves using the video platform eStream.

Not all students had to speak during the presentation of the poster and students could determine themselves who would present depending on the group dynamic and range of skills.

During the presentations, students filled out a short questionnaire providing their feedback on other people’s presentations. For example, a person in group A would give feedback on the presentation of a person in group B. The questionnaire supported engagement during the presentations and gave students a chance to provide constructive feedback to their peers. The set up of the questionnaire meant that students could not just give one-sided feedback; students gave their peers a “takeaway” and a “giveaway” (positive and negative feedback).

It is important that all types of assessment allow for reasonable adjustments for those students with additional needs. In addition, with first year students, it is especially important to offer flexibility as, for many students, delivering a presentation is nerve-wracking and often students are not that familiar with group work before they come to University. In the design process, we carefully considered how to make this an inclusive activity that would provide the flexibility and support to ensure that students could showcase their skills in a safe and positive environment.

“We are sometimes hesitant to do presentations with students as we don’t want students to feel uncomfortable or anxious. The group project allowed flexibility for students to self-organise, and gave them suitable tools to do so, so students could play to their strengths within the group. The way that technology was incorporated into content delivery, assessment, and feedback supported inclusion and learning away from the classroom. It helped students find their own roles in the group and take responsibility for the activity as a team.” – Dr. Faye Tucker

How was this set up in Moodle?

As the FHM Learning Technologist, the first thing I did was set up the relevant groups in Moodle to reflect the groups that students would be working in. I also set up groupings to reflect the three lecture theatres that the cohort would deliver their presentations in.

I then uploaded the resources from the workshop and I also created a help sheet on how students could use Microsoft Teams effectively when conducting a group project. This sheet included a suggestion that students could also use Microsoft Planner and other tools which might support their collaboration.

On the presentation day, the questionnaire was set up in Moodle and made available on the day of the presentations for students to access. The restrict access rule was applied in Moodle to the questionnaire as well as the other activities/files to ensure that each group only saw what was relevant to them. For example, each group saw their own set reading materials but none of the materials related to the other groups’ work. This meant that the resources they needed were more clearly presented on the Moodle page making it easier for students to find.

Overall, set up was straightforward considering there were 27 groups of five students. For support on how to set up groups and groupings in Moodle, check out this help video.

How did staff and students feel that it went?

Dr Faye Tucker felt that the experience was rewarding and can inform future development in the MBChB curriculum:

“This was a great opportunity to introduce students to different learning, teaching, and assessment. And, although there was only one type of submission (a poster) the students could demonstrate they had met the LOs through self-refection, peer-review, and by providing module evaluation. It would be great to offer alternative formats across our assessments on the MBChB where possible, such as podcasts or group submissions, so this was a great opportunity to trial something new and there is learning we can feed-forward into future assessment design.”

Following the peer assessment, we set up a feedback questionnaire in Moodle to ask students about their experiences. 108/117 students agreed or strongly agreed that their skills synthesising information from multiple sources improved. 104 students said their teamwork skills had improved. 94 students stated they enjoyed the activity with another 14 students saying that they neither agreed nor disagreed. Many students made additional, positive comments about the experience; some are included below:

“I really enjoyed this project. I met students I hadn’t spoken to before and it was quite nice to develop team working skills.”

“The two-and-a-half-hour workshop on Monday was useful as I believed it effectively covered everything we needed to know, and it also helped with meeting our group members. I really like the aspect of assigning roles to each group member since it helped provide structure to completing the poster in a timely manner.”

“I enjoyed it as it’s improved my collaboration skills and honed my ability to extract vital information from various sources.”

“I think that the information of setting up teams group and shared files was incredibly useful.”

Thinking of setting up a group work or a peer assessment activity?

If you want to explore alternative forms of assessment and find some support for setting these up in Moodle, please get in touch. Learning Technologists can support with the whole design process including creating mark schemes, creating resources and activities, and providing support on settings options in Moodle.

References

Chin, P. (2016). Peer assessment. New Directions in the Teaching of Natural Sciences, (3), 13–18. https://doi.org/10.29311/ndtps.v0i3.410

Training Offering – Winter 2024

Events, , ,

We are currently offering the following lunch-time training sessions to staff in the Faculty of Health and Medicine (FHM) but staff from across the University are very welcome to join:

Monday 25th November (12-12:30): Moodle H5P Activities: A Showcase

H5P activities are interactive and often gamified content on Moodle such as interactive videos, flashcards, image hotspots, Cornell notes, crosswords and more! In this session you can preview a selection of the activities and learn how to set one up in Moodle. Including H5P content in your Moodle spaces will help engage your students and many of the activities are great for revision.

Use this link to book your place: https://lancaster-uk.libcal.com/event/4293160

Thursday 5th December (12-12:30): A new Moodle layout: images, summaries and more!

Learn how to create a more engaging looking Moodle space by using the “one section per page” layout and adding images and summaries to each of the sections. You will also learn about student feedback on Moodle layouts and templates and what students like to see in a Moodle space.

Use this link to book your place: https://lancaster-uk.libcal.com/event/4293167

Monday 9th December (12-12:30): Making documents accessible

In this short session, we will look at how to use the accessibility features in Microsoft Word and Microsoft PowerPoint. We will also look at how to make .pdf documents accessible using Adobe Acrobat Pro. Due to the length of the session, this will be a demonstration session rather than a workshop. Follow-up appointment details will be shared in the session to book a 1:1 support meeting to put what you have learned into practice if required.

Use this link to book your place: https://lancaster-uk.libcal.com/event/4293168

Monday 16th December (12-12:30): Resource Lists in Moodle

In this short session you will look at how resource lists in Moodle work and how to edit/manage them. You will also learn about how to add shorter weekly or topic based reading/resource lists to your Moodle spaces.

Use this link to book your place: https://lancaster-uk.libcal.com/event/4293173

Meetings will take place online and attendees will receive a recording. We hope to see you all there!

A new year, a new look!

Moodle, Uncategorized, , ,

Over the past couple of months, in preparation for the new academic year, I have been supporting staff across the Lancaster Medical School (LMS) and the Division of Health and Research (DHR), to redesign their Moodle pages. The aim has been to create more attractive spaces, that are easier to navigate and more engaging for learners.

Last year, while still working in ISS, I led the Moodle User Experience (UX) Project. We did a student survey as part of the project and we got 273 responses. 82% of respondents were undergraduates and 18% were postgraduate taught students. 139 students said that a good Moodle space was a well-organised one and in many of the free-text responses they mentioned the need for images and colour to make the spaces more visually appealing. Overall, students like Moodle but just find the way content is uploaded difficult to navigate. When asked if Moodle was easy or difficult to use, 83% of students found Moodle easy to use or had a neutral impression of it as “neither easy nor difficult”.  As part of the UX project, we also surveyed staff. Like the students, staff also want to see more attractive Moodle spaces with more colour and images. So enter…the ‘one section per page’ layout.

I have written about this layout before but, over the past few weeks, I have moved several LMS and DHR Moodle spaces to this new layout and want to share with you all the ‘new look’.

Some of the spaces that have undergone this transformation (or are currently undergoing it) include:

  • MBChB Hub
  • Year 4 Primary Care
  • Medicine Year 4
  • Medicine Year 5
  • 407: Mental Health: Theory, Research and Practice
  • DHR Autumn Academy
  • MBCHB101: Problem Based Learning Year 1
A snapshot of the MBChB Hub Space
The newly reorganised MBChB Hub space.
A snapshot of the Year 4 Primary Care Moodle space.
A snapshot of the newly reorganised Year 4 Primary Care Moodle space.

How do you set this up?

Before changing settings and choosing images, consider the organisation of material on your Moodle page. Try to have a clear welcome section at the top with introductory materials such as a handbook, learning objectives etc. This section should not be over-filled though and consideration needs to go into whether some of the material should be on the Moodle space, in a Moodle hub space or even in the Lancaster Student Portal instead. Then group materials into larger sections with sub-headings created using the ‘text and media area’ activity. Folders in Moodle, although a good way to group materials, can mean that students can’t quickly find what they are looking for so avoid using too many of them.

To get the ‘one section per page’ layout, you need to have the following settings under the ‘course format’ section of your Moodle page settings:

  1. Course format: topics
  2. Course layout: one section per page

Once you have chosen the above options, click ‘save and display’.

To add the summaries:

  1. Click the three dots menu next to the topic/section you wish to add a summary too.
  2. Type in your summary. For example, the summary could be some information on what students can find in the section or a ‘to-do’ list for the week.

To add images, choose high quality, landscape images for the best results. These could relate to the topic or subject material or just be high quality photos from around the Lancaster campus.

  1. Click the image icon.
  2. Choose a picture from your file explorer. You can add in information about the ‘Author’ and the licence.
  3. Click ‘upload file’.
  4. Untick ‘auto-size’ and the best size that I have found is 262wx143h (in pixels).
  5. The default option for the image alignment is ‘top’, I would recommend leaving this.
  6. Click ‘save image’.
  7. Once done, click on the image again and change to ‘left alignment’.
  8. Then click ‘save changes’.

A full-video explaining how to set up the above, can be found here:

How else can you improve a Moodle space?

Looking beyond the start of term, there are more things that we can do to improve Moodle spaces and the resources stored in Moodle.

Moodle isn’t OneDrive or Dropbox. It shouldn’t just be a list of Word documents, PowerPoints and PDFs! For a more engaging online learning experience, consider creating high quality videos for students to watch that include some interaction where possible. You can ask a Learning Technologist to support you in filming the material if it is something like a ‘Welcome video’ and the University also has Digital Media Engineers who are on hand to create very high-quality videos. Using the H5P activity (HTML5 package activity) in Moodle, it is possible to create an interactive video with quizzes, text boxes and other interactions popping up for students to engage with. H5P can also be used to create over 50 different content types. More information on H5P activities can be found in another post. These activities can support students to engage with your Moodle space more and can support effective revision/review.

It is a legal requirement that the resources posted on Moodle are digitally accessible. This is something that should always be on our minds when we create resources. For more information on how to improve the digital accessibility of your Moodle course, you can read this article on my ‘10 top tips’. One of these tips includes using Blackboard ALLY, the accessibility tool that is integrated into our Lancaster Moodle spaces, to check how accessible your resources are and use the guidance it gives to improve this if necessary. The score gauge provided by ALLY should always be green in colour.

For support with learning design and Moodle, feel free to get in touch with me. More training sessions on how to create H5P activities, digital accessibility and more will be forthcoming in the next couple of months – keep an eye on your emails!

Ethics and AI: Some ‘takeaways’ from the ALT Winter Summit 2023

Pedagogy, , ,

On Tuesday 12th December, I attended the ALT (Association for Learning Technologists) Winter Summit. The theme of the Conference was Ethics and Artificial Intelligence (AI). We heard from the following speakers:

  • Helen Beetham, Researcher and Consultant
  • Mary Jacob, Aberystwyth University
  • Olatunde Durowoju, Liverpool Business School
  • Dr Tarsem Singh Cooner, The University of Birmingham

There was also a student panel at the end which looked at the student experience of AI and their ideas for moving forward with using AI in a higher education context.

The speakers covered topics such as ethical problems and concerns with the use of AI, accessibility and AI and there was a case study showing how AI was used in a session with social work students at the University of Birmingham. It was a really enjoyable day and I learned a lot!

I’d like to share three ‘takeaways’ that I had from the ALT Summit.

Firstly, many of us are aware of some of the issues surrounding the use of AI. For example, the use AI tools takes a huge amount of energy; there are issues around equity and student access to paid for services and tools; there is an impact on student learning; we have also heard in the news that a number of larger companies have sacked ethical advisors and much more! However, one thing I have had experience of in my own work and that was raised at the Summit, was the sheer amount of secrecy behind the training of artificial intelligence models. How are these models trained exactly? Who is training them? What impact does this have? We know about the issues around encoded bias the models and we know that some of the people involved in this training process are underpaid but I definitely want to find out more!

Dr. Olatunde Durowoju spoke on ‘Achieving Inclusive Education in AI’ and has written an article on this in 2023. His talk was really interesting and spoke about some of the positive aspects of using AI and how this can benefit students such as those with neurodiversity, who are learning English as a second language or who have a disability. Examples were given of the use of AI in higher education and how this can help students improve their English language proficiency, how it can help address a cultural gap, how it can help reduce student anxiety around the quality of the work they produce and it can assist those students who may have diminished capacity due to other responsibilities (e.g. caregivers). Some of the examples given included using AI to summarise text to help gain a better understanding of it, improving the quality of writing through prompt engineering, using Chatbots to help with out-of-hours engagement and using AI to pluralise perspectives on a specific topic.

Finally, the student panel gave a real insight into how students are using AI currently, how they perceive its future use and what they would like to see moving forward from their institutions. Students on the panel were from universities such as Sheffield Hallam University, Edinburgh Napier University and the University of Kent. The students were also at different places in their University studies so there was a good range of perspectives across the students. Two of the things that students said they wanted were:

  1. More consistent guidance on the acceptable use of AI in their studies across the departments in their institutions but also across UK institutions in general. They believed this would help students be less confused about when and how they can use it.
  2. More education on the use of AI from their institutions on the problems of using AI such as perpetuating bias and academic integrity concerns.

Thank you to ALT for another wonderful conference and to the speakers for sharing their knowledge and expertise. I will definitely be exploring some of the issues and opportunities that have been mentioned in more detail.

DLT Sharing Practice Event #4

Events, ,

Come and join the Digital Learning Team and colleagues for our 4th Sharing Practice Event!

The theme for this event is “Collaboration”. We will hear from colleagues on how to facilitate effective groupwork and collaboration amongst students.

The event will be held on Wednesday 13th December 2023 from 2-5pm in Management School LT16 (The Robinson Lecture Theatre). You can drop in and out of the event and attend the sessions you are interested in. Refreshments and cake will be provided!

The current outline of the event is as follows:

2:00 – 2:10 – Intro from the Digital Learning team, Liz Walkden

2:10 – 2:40 – Using learning sets with students and the role of digital learning, Sandra Varey.

2:45 – 3:15 – Collaboration at a distance: asynchronous and synchronous approaches to working with research students at a distance, Steve Wright

3:15 – 3:30 – Break + Refreshments.

3:30 – 4:00 – Accessibility considerations for collaborative and group work, Alison Sharman

4:05 – 4:35 – Using peer evaluation to assess group dynamics on the MBA course, Phil Devine & Stephen Owens

4:40 – 5:00 – Collaboration suite tour, Stephen Owens

You can read more about what each session is about and sign up here.

We look forward to seeing you all!